DIGITAL MEDIA IN EARLY CHILDHOOD EDUCATION: PEDAGOGICAL PRACTICES FROM THE PERSPECTIVE OF THE NATIONAL COMMON CURRICULAR BASE

Abstract

The integration of digital media in early childhood education has prompted reflections on new forms of language, communication, and literacy, demanding pedagogical practices aligned with the transformations of contemporary society. This study aims to analyze the contributions of digital media to pedagogical practices in early childhood education in light of the Brazilian National Common Curriculum Base (BNCC), highlighting methodological strategies and necessary limitations for innovative and intentional teaching. The research is characterized as bibliographic, based on scientific productions, theoretical works, and official documents related to early childhood, digital culture, and teaching practice. The results indicate that digital media and ecosystems, when integrated transversally into the five fields of experience of the BNCC and associated with plugged-in and unplugged computing proposals, cease to be merely entertainment and begin to act as instruments of authorship, creativity, expressiveness, and logical reasoning. It is concluded that the effectiveness of this integration depends on the teacher's role as a qualified mediator, capable of planning investigative practices that preserve play and children's protagonism. Thus, ongoing education and pedagogical mediation become essential to balance virtual and concrete experiences, favoring the child's integral development and strengthening the ethical, critical, and creative skills necessary for the contemporary century.